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1. Persistence of Underrepresented Minorities in STEM Fields: Are Summer Bridge Programs Sufficient?

   https://doi.org/10.3389/feduc.2021.630529  

   Ghazzawi, Dina; Pattison, Donna; Horn, Catherine (July 2021, Frontiers in Education)

   Botanga, Chris (Ed.)

   Disparities in undergraduate STEM degree completion across different racial/ethnic groups have been a topic of increasing national concern. This study investigates the long-term outcomes of a STEM intervention program designed to increase the academic preparation, achievement and persistence of under-represented minority students.In particular, this study examines the extent to which participation in a STEM intervention program can impact the long-term persistence and graduation of first-time in college under-represented minority students. Using discrete-time competing risks analysis, results demonstrated that participants of the intervention program had a lower probability of drop out and higher probability of persisting in a STEM field of study compared to non-participants of the program. Additionally, descriptive results demonstrated that participants of the STEM intervention program had higher rates of graduation in any field compared to non-participants of the program, while program participation was not a significant predictor of six-year graduation. Findings highlight the importance of early academic preparation in Calculus and total credit accumulation to student success outcomes of URM students enrolled in STEM fields. Recommendations from this study focus on early intervention efforts, particularly in the areas of mathematics, that ensure URM students are adequately prepared with the skills needed to succeed in a STEM field of study. 

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2. Investigating the Interplay Between Participation in a STEM-Focused Student Success Program and Workforce Participation on STEM Undergraduate Degree Completion

   https://doi.org/10.3389/fsoc.2022.818032  

   Ghazzawi, Dina; Pattison, Donna Lynn; Horn, Catherine Lynn (April 2022, Frontiers in Sociology)

   Tyson, Will (Ed.)

   This study longitudinally tracks students participating in a STEM-focused intervention program to investigate workforce participation patterns and their association with degree completion in a STEM field. Using longitudinal data from the University of Houston's Education Research Center, this study examines the extent to which students participating in a STEM intervention program require additional work to fund tuition and other life expenses. Findings demonstrated a negative effect of workforce participation on college completion and showed that minority students were more likely to participate in the workforce while also receiving financial support from the STEM program compared to peers from other racial backgrounds. Results inform institutional and financial aid policies, as well as admission criteria as it relates to broadening access of under-represented students in STEM. 

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3. Enhancing the Success of Minority STEM Students by Providing Financial, Academic, Social, and Cultural Capital

   Enriquez, A. G.; Lipe, C. B.; Price, B. (June 2017, ASEE annual conference & exposition)

   Research has shown that student achievement is influenced by their access to, or possession of, various forms of capital. These forms of capital include financial capital, academic capital (prior academic preparation and access to academic support services), cultural capital (the attitudes, knowledge, and behaviors related to education which students are exposed to by members of their family or community), and social capital (the resources students have access to as a result of being members of groups or networks). For community college students, many with high financial need and the first in their families to go to college (especially those from underrepresented minority groups), developing programs to increase access to these various forms of capital is critical to their success. This paper describes how a small federally designated Hispanic-serving community college has developed a scholarship program for financially needy community college students intending to transfer to a four-year institution to pursue a bachelor’s degree in a STEM field. Developed through a National Science Foundation Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) grant, the program involves a collaboration among STEM faculty, college staff, administrators, student organizations, and partners in industry, four-year institutions, local high schools, and professional organizations. In addition to providing financial support through the scholarships, student access to academic capital is increased through an intensive math review program, tutoring, study groups, supplemental instruction, and research internship opportunities. Access to cultural and social capital is increased by providing scholars with faculty mentors; engaging students with STEM faculty, university researchers, and industry professionals through field trips, summer internships, professional organizations, and student clubs; supporting student and faculty participation at professional conferences, and providing opportunities for students and their families to interact with faculty and staff. The paper details the development of the program, and its impact over the last five years on enhancing the success of STEM students as determined from data on student participation in various program activities, student attitudinal and self-efficacy surveys, and academic performance including persistence, retention, transfer and graduation. 

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4. Impact of an intensive multi-disciplinary STEM enrichment program on underrepresented minority student success

   https://doi.org/10.1108/JARHE-12-2020-0452  

   Ghazzawi, Dina; Pattison, Donna Lynn; Horn, Catherine; Hardy, John; Brown, Beverly (April 2021, Journal of Applied Research in Higher Education)

   Blessinger, Patrick (Ed.)

   PurposeThis study examines the impact of participation in a STEM Enrichment Summer Bridge Program, funded by the NSF Houston-Louis Stokes Alliance for Minority Participation, on undergraduate student success outcomes, particularly for under-represented students. Design/methodology/approachThe study uses propensity score matching and logistic regression analysis to examine the effects of participation in the STEM enrichment program on graduation and retention in STEM after matching on baseline socio-demographic and pre-college characteristics. FindingsThe analysis found that program participation had a significant effect on increasing both the graduation rates and retention of under-represented minority students in STEM fields. In addition, results indicated that program participation had a particularly strong impact for Pell-eligible students in terms of course grades. Research limitations/implicationsData obtained for this study were limited to a single Hispanic-serving/Asian-serving institution, and therefore are not necessarily representative of the graduation and retention trends of the larger population of underrepresented minority (URM) students across the nation. Originality/valueThis study uniquely adds to the existing body of literature surrounding the retention of URM students in STEM fields by accounting for baseline variables, such as pre-college academic achievement and socio-demographic characteristics, that could lead to bias in estimating results. Specifically, this study addresses limitations of previous studies by comparing participants and non-participants of the STEM enrichment program who are matched on a selection of baseline characteristics. 

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5. Possible future selves in STEM: an epistemic network analysis of identity exploration in minoritized students and alumni

   https://doi.org/10.1186/s40594-023-00412-z  

   Fan, Yiyun_“Kate”; Barany, Amanda; Foster, Aroutis (March 2023, International Journal of STEM Education)

   Abstract BackgroundSTEM minority participation programs have been widely implemented in higher education with the goal of diversifying the global STEM workforce. Informed by research highlighting the potential of targeted exploration of STEM roles and reflection on theselfin relation to STEM (identity exploration), this work examines how engagement in a government funded STEM minority participation program shaped these processes in current students and program alumni. ResultsEpistemic network analysis (ENA) was used to visualize conceptual connections between identity themes that emerged from interviews with present and past program participants. Network models were developed for current students and alumni for cross-group comparisons. Differences were found in how participants at different stages of their careers enact and describe their identity exploration processes. Summative network models highlighted how students discussed action-taking (sometimes through participation in STEM minority program initiatives) as they explored less-certain possible future STEM roles, while alumni integrated more diverse and holistic facets of their identities when conceptualizing their futures. To close the interpretive loop, a qualitative interpretation of interview discourse was used to give context to network patterns. ConclusionsResults highlight the differences between novices’ and professionals’ conceptualizations of their future selves and illustrate how minoritized individuals describe their long-term patterns of identity exploration related to STEM majors and careers. Implications for future STEM identity research and practice, including higher education programming as a tool to support students’ STEM identity exploration processes, are discussed. 

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